Educational Outcomes: Transformative Leadership in School-Based Management



School-Based Management (SBM), Principals' leadership styles, Transformational leadership, Democratic leadership, Adaptive leadership


This study investigates the crucial role of principals’ leadership styles in the implementation of School-Based Management (SBM), emphasizing the necessity for context-specific approaches. Drawing on a systematic review of literature, the research explores how principals navigate school culture, community dynamics, and educational policy frameworks to enhance SBM effectiveness. Key findings highlight that principals who align leadership styles with school culture—whether hierarchical or collaborative—can foster greater stakeholder engagement and commitment. Transformational leadership, characterized by visionary goal-setting and intellectual stimulation, emerges as pivotal in inspiring collective responsibility among teachers, parents, and community members. Moreover, community dynamics significantly influence SBM outcomes, with principals needing to understand and respond to local socio-economic conditions and cultural norms. Democratic leadership styles, promoting inclusivity and shared decision-making, facilitate effective engagement and ownership of SBM processes. Educational policy frameworks provide a broader context within which principals operate, necessitating adaptive leadership to navigate policy changes and bureaucratic challenges. The study underscores the importance of adaptive responses in overcoming challenges such as stakeholder readiness, resource constraints, and accountability mechanisms, thereby promoting sustainable SBM implementation and educational improvement.


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2024-06-28 — Updated on 2024-07-09


How to Cite

Kilag, O. K., Uy, F., Sasan, J. M., Pareja, J. Y., Gier, R. A., Pansacala, J. A., & Doroy, E. (2024). Educational Outcomes: Transformative Leadership in School-Based Management. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(7), 14-21. (Original work published 2024)

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